Author: Most. Aeysha Sultana
Sultana, Most. Aeysha, 2016 Teacher Awareness of School Bullying in Bangladesh: A Review and Intervention , Flinders University, School of Health Sciences
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School bullying has drawn the attention of mass media and some professionals in
Bangladesh. However, no school bullying policies or curricula have yet been introduced for
teachers and students. Further, no anti-bullying program has been tested in Bangladesh. The
aim of the present research was to identify an anti-bullying program feasible for introduction
in the Bangladesh context and assess its effectiveness.
The present research was conducted using a mixed methods approach, with both qualitative
and quantitative data collected. There were two phases. Study 1assessed the feasibility of
introducing an anti-bullying program (or program components) in Bangladesh. Qualitative
data were collected from 34 school Principals (or Head Teachers in the Bangladesh context)
randomly selected from schools in Dhaka city, Bangladesh. An in-depth-interview technique
was used. Head Teachers were sourced from government primary schools (8), nongovernment
primary schools (8), government secondary schools (10) and non-government
secondary schools (8). Findings of this initial study revealed teachers’ lack of understanding
of bullying, favourable attitudes toward bullying (as normal behaviour), an unwillingness to
deal with the problem, and a repertoire of actions to deal with bullying identical to those used
with other unacceptable single acts (e.g., fighting, disputing). Primary school Head Teachers
showed more favourable attitudes towards bullying as they considered bullying to be a part of
normal development for younger children). The further value of Study 1 was the
recommendation of some program components, and the identification of possible resources
for, and barriers against, implementing an anti-bullying intervention.
Study 2 sought to assess the impact of a bullying awareness program among primary school
teachers in Dhaka city, Bangladesh. A Randomized Controlled Trial (RCT) design was used,
with 112 primary school teachers (53 from 3 primary schools in the control group and 59
from 3 primary schools in the intervention group), aged between 22 and 63 years. The
bullying awareness program contained four sessions of two hours introduced over a fourweek
period. Delivery methods used were discussion, storytelling and picture presentations.
Outcome variables were knowledge of bullying, anti-bullying attitudes, intentions to deal
with bullying, intention to implement a central bullying policy, and potential actions against
bullying. Data were collected using self-report questionnaires at pre-test (one week prior to
the program), post-test (one week after the program), and follow-up (four months later).
Evaluation of the program and its implementation was also undertaken using the intervention
group at follow-up.
There were mixed results for program effectiveness. The number of teachers who defined
bullying in terms of appropriate characteristics (more power of bully than victim, bully’s
intention to harm victim, and bullying as repeat offending) and intentions to deal with
bullying, were significantly increased in the intervention group compared with the control
group, both from pre-test to post-test and at follow-up. The program’s impact on other
outcome variables was not significant. Program evaluation revealed that the chosen materials
were easy to understand and perceived as important for enhancing bullying awareness. The
program provider, delivery method, and number and duration of sessions were also seen to be
efficient and appropriate. Results of the research were discussed in terms of implications for
future practice and research.
Keywords: school bullying, teacher awareness, Bangladesh
Subject: Health Sciences thesis
Thesis type: Doctor of Philosophy
Completed: 2016
School: School of Health Sciences
Supervisor: Paul Ward